Geography 2017 2019 Syllabus

Cambridge Secondary 2
Syllabus
Cambridge IGCSE
Geography 0460
For examination in June and November 2017, 2018 and 2019.
Also available for examination in March 2017, 2018 and 2019 for India only.
Version 3
This syllabus is regulated in England, Wales and
Northern Ireland as a Cambridge International
Level 1/Level 2 Certificate (QN: 500/5652/9).
Why choose Cambridge?

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an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment,
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created by subject experts, rooted in academic rigour and reflect the latest educational research. They
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by teaching and learning resources.
Our mission is to provide educational benefit through provision of international programmes and
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we develop Cambridge students who are confident, responsible, reflective, innovative and engaged
equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10000 schools in 160 countries prepare for their
future with an international education from Cambridge.
We think the Cambridge curriculum is superb preparation for university.

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
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Cambridge International Examinations, 2016.

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Contents
1 Why choose this syllabus? ............................................................................ 2
Key benefits
Recognition and progression
Supporting teachers
2 Syllabus overview ......................................................................................... 4

Aims 4
Content 4
Assessment 5
3 Subject content .............................................................................................. 6

Resources 6
Case studies
Theme 1: Population and settlement
Theme 2: The natural environment
Theme 3: Economic development
12
4 Details of the assessment ........................................................................... 15

Paper 1 Geographical Themes
15
Paper 2 Geographical Skills
16
Component 3 Coursework
19
Paper 4 Alternative to Coursework
23
Coursework assessment
25
Coursework moderation
27
5 Assessment objectives ................................................................................ 28

6 Glossary of command words...................................................................... 30
7 What else you need to know ...................................................................... 32
Before you start
32
Making entries
33
After the exam
34
Grade descriptions
35
Changes to this syllabus for 2017, 2018 and 2019
36
Changes to this syllabus

For information about changes to this syllabus for 2017, 2018 and 2019, go to page 36.
The latest syllabus is version 3, published September 2016. There are no significant changes
which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for
use with this syllabus.
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019.
1 Why choose this syllabus?

Key benefits
Cambridge IGCSE syllabuses are created especially for international students. For over 25 years, we
have worked with schools and teachers worldwide to develop syllabuses that are suitable for different
countries, different types of schools and for learners with a wide range of abilities.
Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:
an understanding of the processes which affect physical and human environments
an understanding of location on a local, regional and global scale
the ability to use and understand geographical data and information
an understanding of how communities around the world are affected and constrained by different
environments.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop
the skills learners need for their next steps in education or employment.
Our approach encourages learners to be:
Responsible
Confident
Reflective
Cambridge
learners
Engaged
Innovative
The strength of Cambridge IGCSE qualifications is internationally recognised

and has provided an international pathway for our students to continue their
studies around the world.
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
www.cie.org.uk/igcse
Back to contents page
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Why choose this syllabus?
Recognition and progression

The combination of knowledge and skills in Cambridge IGCSE Geography gives learners a solid
foundation for further study. Candidates who achieve grades A* to C are well prepared to follow a
wide range of courses including Cambridge International AS & A Level Geography.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the
world as evidence of academic achievement. Many universities require a combination of Cambridge
International AS & A Levels and Cambridge IGCSEs to meet their entry requirements.
Learn more at www.cie.org.uk/recognition
Supporting teachers
We provide a wide range of practical resources, detailed guidance and innovative training and
professional development so that you can give your learners the best possible preparation for
Cambridge IGCSE.
Teaching resources
Exam preparation resources
Syllabus
Question papers
Scheme of work
Mark schemes
Learner guide
Example candidate responses to

understand what examiners are looking
for at key grades
Endorsed textbooks and digital resources

Teacher support teachers.cie.org.uk
Discussion forum
Resource List
Training
Face-to-face workshops around the
world
Online self-study training
Online tutor-led training
Professional development qualifications
Support for
Cambridge
IGCSE
Examiner reports to improve future

teaching
Community
Community forum teachers.cie.org.uk
LinkedIn linkd.in/cambridgeteacher
Twitter @cie_education
Facebook facebook.com/cie.org.uk
Cambridge IGCSE is one of the most sought-after and recognised

qualifications in the world. It is very popular in Egypt because it provides the
perfect preparation for success at advanced level programmes.
Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSE
2 Syllabus overview
Aims
The syllabus aims summarise the context in which you should view the syllabus content and describe
the purposes of a course based on this syllabus. They are not listed in order of priority.
The aims are to develop:
an understanding of location on a local, regional and global scale
an awareness of the characteristics, distribution and processes affecting contrasting physical and
human environments
an understanding of the ways in which people interact with each other and with their environment
an awareness of the contrasting opportunities and constraints presented by different
environments
an appreciation of and concern for the environment
an appreciation of the earth including its people, places, landscapes, natural processes and
phenomena.
Content
The syllabus is divided into three themes which have been designed to develop an understanding of
both the natural and the human environment:
1 Population and settlement
2 The natural environment
3 Economic development.
Teacher support for Cambridge IGCSE Geography

We provide a wide range of support resources to give your learners the best possible
preparation for Cambridge programmes and qualifications. Support for IGCSE Geography
includes a Scheme of Work, Coursework Handbook, Learner Guide, and Example Candidates
Responses. These and other resources are available online through Teacher Support at
https://teachers.cie.org.uk
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Syllabus overview
Assessment
All candidates take three components. All candidates take Paper 1 and Paper 2, and either Component 3
or Paper 4.
All candidates take:
and:
Paper 1
1 hour 45 minutes
Geographical Themes
45%
Paper 2
Geographical Skills
75 marks, weighted to 100 marks
60 marks
Candidates answer three questions,

each worth 25 marks. Candidates must
answer one question from each section
Candidates answer all the questions
1 hour 30 minutes
27.5%
Externally assessed
Externally assessed
All candidates take either:
or:
Component 3
Coursework 27.5%
Paper 4
1 hour 30 minutes
Alternative to Coursework
27.5%
60 marks
60 marks
Teachers set one Centre-based

assignment of up to 2000 words
Candidates answer two compulsory

questions, completing a series of written
tasks
Centre-based assessment*
Externally assessed
* Centre-based assessments require the written approval of Cambridge. This will only be given to
teachers who satisfy Cambridge requirements concerning moderation. Cambridge offers schools
in-service training courses which are held in Cambridge and elsewhere.
3 Subject content
The grids which follow identify content which should be covered within the three themes:
1 Population and settlement
2 The natural environment
3 Economic development.
The content listed is meant to be exhaustive except where including is used. Where including is
used, everything listed should be studied, however, this list is not exhaustive.
For example in Topic 2.3, the only coastal landforms which need to be studied are those listed.
However in Topic 2.5, where including is used, other climatic characteristics could be studied in
addition to those listed.
Resources
Questions in all written papers are resource based. The resources may be photographic, map
extracts, satellite images, drawings, diagrams, graphs, text extracts, statistics and tables of data.
Resource materials come from various world areas in order to meet the aims of an international
syllabus and examination. Candidates may be dealing with world areas with which they are not
familiar. The resources used in questions do not require specific regional knowledge and are
designed to prompt candidates to use general principles they have studied.
As an International GCSE, the units used in all resources and examinations will be metres and
kilometres for height and distance, and degrees centigrade for temperature.
Case studies
The curriculum gives teachers the opportunity to select their own case studies to illustrate the
content. Teachers should select appropriate examples where specified.
For example in topic 1.6, a case study is required of an urban area. This can be in any part of the
world. The case study should illustrate all the relevant content listed (i.e. land use, problems of urban
areas, their causes and possible solutions). This could be done through the study of one urban area.
Alternatively, teachers can use two or more case studies per topic (i.e. Settlement X could be used
for a case study of land uses and Settlement Y for a case study of urban problems).
The same case study can be used to illustrate more than one topic as long as it gives candidates the
opportunity to study an example of appropriate content.
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Subject content
Theme 1: Population and settlement

Please see guidance on case studies for the options when planning case studies and note whether
the word including is used in the further guidance column.
1.1 Population dynamics
Candidates should be able to:
Further guidance
Describe and give reasons for the rapid

increase in the worlds population
Show an understanding of over-population and
under-population
Causes and consequences of over-population

and under-population
Understand the main causes of a change in

population size
How birth rate, death rate and migration

contribute to the population of a country
increasing or declining
Give reasons for contrasting rates of natural

population change
Impacts of social, economic and other factors

(including government policies,
HIV/AIDS) on birth and death rates
Describe and evaluate population policies

Case Studies required for 1.1
A country which is over-populated
A country which is under-populated
A country with a high rate of natural population growth
A country with a low rate of population growth (or population decline)
1.2 Migration
Further guidance
Explain and give reasons for population

migration
Internal movements such as rural-urban

migration, as well as international migrations,
both voluntary and involuntary
Demonstrate an understanding of the

impacts of migration
Positive and negative impacts should be

considered, on the destination and origin of the
migrants, and the migrants themselves
Case Study required for 1.2

An international migration
1.3 Population structure
Further guidance
Identify and give reasons for and implications

of different types of population structure
Age/sex pyramids of countries at different

levels of economic development

A country with a high dependent population
1.4 Population density and distribution

Further guidance
Describe the factors influencing the density

and distribution of population
Physical, economic, social and political factors

A densely populated country or area (at any scale from local to regional)
A sparsely populated country or area (at any scale from local to regional)
1.5 Settlements and service provision
Further guidance
Explain the patterns of settlement
Dispersed, linear, and nucleated settlement

patterns
Describe and explain the factors which may

influence the sites, growth and functions of
settlements
Influence of physical factors (including relief,

soil, water supply) and other factors (including
accessibility, resources)
Give reasons for the hierarchy of settlements

and services
High-, middle- and low-order settlements and

services. Sphere of influence and threshold
population

Settlement and service provision in an area
1.6 Urban settlements
Further guidance
Describe and give reasons for the

characteristics of, and changes in, land use in
urban areas
Land use zones including the Central Business

District (CBD), residential areas, industrial
areas and the rural-urban fringe of urban areas
in countries at different levels of economic
development
The effect of change in land use and rapid
urban growth in an urban area including the
effects of urban sprawl
Explain the problems of urban areas, their

causes and possible solutions
Different types of pollution (air, noise, water,

visual), inequality, housing issues, traffic
congestion and conflicts over land use change

An urban area or areas
1.7 Urbanisation
Further guidance
Identify and suggest reasons for rapid urban

growth
Reference should be made to physical,

economic and social factors which result
in rural depopulation and the movement of
people to major cities
Describe the impacts of urban growth on both

rural and urban areas, along with possible
solutions to reduce the negative impacts
The effects of urbanisation on the people and

natural environment. The characteristics of
squatter settlements
Strategies to reduce the negative impacts of
urbanisation

A rapidly growing urban area in a developing country and migration to it
Theme 2: The natural environment

2.1 Earthquakes and volcanoes
Further guidance
Describe the main types and features of

volcanoes and earthquakes
Types of volcanoes (including strato-volcanoes

[composite cone] and shield volcano)
Features of volcanoes (including crater, vent,
magma chamber)
Features of earthquakes (including epicentre,
focus, intensity)
Describe and explain the distribution of

earthquakes and volcanoes
The global pattern of plates, their structure,

and an awareness of plate movements
and their effects constructive/divergent,
destructive/convergent and conservative plate
boundaries
Describe the causes of earthquakes and

volcanic eruptions and their effects on people
and the environment
Demonstrate an understanding that volcanoes
present hazards and offer opportunities for
people
Explain what can be done to reduce the
impacts of earthquakes and volcanoes
An earthquake
A volcano
2.2 Rivers
Further guidance
Explain the main hydrological characteristics

and processes which operate within rivers and
drainage basins
Characteristics of rivers (including width,

depth, speed of flow) and drainage basins
(including watershed, tributary, confluence)
Processes which operate in a drainage basin
(including interception, infiltration, throughflow,
groundwater flow, evaporation, overland flow)
Demonstrate an understanding of the work of

a river in eroding, transporting and depositing
Describe and explain the formation of the
landforms associated with these processes
Forms of river valleys long profile and

shape in cross section, waterfalls, potholes,
meanders, oxbow lakes, deltas, leves and
flood plains
Demonstrate an understanding that rivers

people
Causes of hazards including flooding and river

erosion
Opportunities of living on a flood plain, a delta
or near a river
Explain what can be done to manage the

impacts of river flooding
The opportunities presented by a river or rivers, the associated hazards and their management
2.3 Coasts
Further guidance
Demonstrate an understanding of the work of

the sea and wind in eroding, transporting and
depositing
Describe and explain the formation of the
landforms associated with these processes
Cliffs, wave-cut platforms, caves, arches,

stacks, bay and headland coastlines, beaches,
spits, and coastal sand dunes
Describe coral reefs and mangrove swamps

and the conditions required for their
development
Demonstrate an understanding that coasts
people
Hazards including coastal erosion and tropical

storms
Explain what can be done to

manage the impacts of coastal
erosion
The opportunities presented by an area or areas of coastline, the associated hazards and their
management
10
2.4 Weather
Further guidance
Describe how weather data is collected
Describe and explain the characteristics, siting

and use made of a Stevenson screen
Rain gauge, maximum-minimum thermometer,
wet-and-dry bulb thermometer (hygrometer),
sunshine recorder, barometer, anemometer
and wind vane, along with simple digital
instruments which can be used for weather
observations; observations of types and
amounts of cloud
Make calculations using information from

weather instruments
Use and interpret graphs and other diagrams
showing weather and climate data
2.5 Climate and natural vegetation

Describe and explain the characteristics of two
climates:
equatorial
hot desert
Climate characteristics (including temperature

[mean temperature of the hottest month,
mean temperature of the coolest month,
annual range]; and precipitation [the amount
and seasonal distribution])
Factors influencing the characteristics of these
climates (including latitude, pressure systems,
winds, distance from the sea, altitude and
ocean currents)
Climatic graphs showing the main
characteristics of temperature and rainfall of
the two climates
Describe and explain the characteristics of

tropical rainforest and hot desert ecosystems
The relationship in each ecosystem of natural

vegetation, soil, wildlife and climate
Describe the causes and effects of

deforestation of tropical rainforest
Effects on the natural environment (both locally

and globally) along with effects on people

An area of tropical rainforest
An area of hot desert
11
Theme 3: Economic development

3.1 Development
Further guidance
Use a variety of indicators to assess the level

of development of a country
Indicators of development (including GNP per

capita, literacy, life expectancy and composite
indices, e.g. Human Development Index (HDI)
Identify and explain inequalities between and

within countries
Classify production into different sectors and
give illustrations of each
Primary, secondary, tertiary and quaternary

sectors
Describe and explain how the proportions

employed in each sector vary according to the
level of development
Use of indicators of development and

employment structure to compare countries at
different levels of economic development and
over time
Describe and explain the process of

globalisation, and consider its impacts
The role of technology and transnational

corporations in globalisation along with
economic factors which give rise to
globalisation
Impacts at a local, national and global scale

A transnational corporation and its global links
3.2 Food production
Further guidance
Describe and explain the main features of an

agricultural system: inputs, processes and
outputs
Farming types: commercial and subsistence;

arable, pastoral and mixed; intensive and
extensive
The influence of natural and human inputs on
agricultural land use. Inputs including natural
inputs (relief, climate and soil) and human
inputs (economic and social). Their combined
influences on the scale of production, methods
of organisation and the products of agricultural
systems
Recognise the causes and effects of food

shortages and describe possible solutions to
this problem
Natural problems which cause food shortages

(including drought, floods, tropical storms,
pests) along with economic and political
factors (including low capital investment, poor
distribution/transport difficulties, wars)
The negative effects of food shortages,
but also the effects of food shortages in
encouraging food aid and measures to increase
output

A farm or agricultural system
12
3.3 Industry
Further guidance
Demonstrate an understanding of an industrial

system: inputs, processes and outputs
(products and waste)
Industry types: manufacturing, processing,

assembly and high technology industry
Describe and explain the factors influencing

the distribution and location of factories and
industrial zones
The influence of factors including land, labour,

raw materials and fuel and power, transport,
markets and political factors
Their combined influences on the location,
scale of production, methods of organisation
and the products of the system
Industrial zones and/or factories with respect
to locational and siting factors

An industrial zone or factory
3.4 Tourism
Further guidance
Describe and explain the growth of tourism in

relation to the main attractions of the physical
and human landscape
Evaluate the benefits and disadvantages of
tourism to receiving areas
Demonstrate an understanding that careful
management of tourism is required in order for
it to be sustainable
An area where tourism is important
3.5 Energy
Further guidance
Describe the importance of non-renewable

fossil fuels, renewable energy supplies,
nuclear power and fuelwood; globally and
in different countries at different levels of
development
Non-renewable fossil fuels including coal, oil

and natural gas. Renewable energy supplies
including geothermal, wind, HEP, wave and
tidal power, solar power and biofuels
Evaluate the benefits and disadvantages of

nuclear power and renewable energy sources
Energy supply in a country or area
13
3.6 Water
Further guidance
Describe methods of water supply and the

proportions of water used for agriculture,
domestic and industrial purposes in countries
at different levels of economic development
Methods of water supply (including reservoirs/

dams, wells and bore holes, desalination)
Explain why there are water shortages in

some areas and demonstrate that careful
management is required to ensure future
supplies
The impact of lack of access to clean water

on local people and the potential for economic
development

Water supply in a country or area
3.7 Environmental risks of economic development
Further guidance
Describe how economic activities may pose

threats to the natural environment, locally and
globally
Threats to the natural environment including

soil erosion, desertification, enhanced global
warming and pollution (water, air, noise, visual)
Demonstrate the need for sustainable

development and management
Understand the importance of resource
conservation
An area where economic development is taking place causing the environment to be at risk
14
4 Details of the assessment

For information on the Assessment objectives (AOs), see section 5.
Paper 1 Geographical Themes
Written paper, 1 hour 45 minutes, 75 marks
All candidates take Paper 1. Questions on the paper are resource based. The resources are for
interpretation and analysis in answering a question or part questions. Candidates will be expected
to know the location of the continents. All of the other information required to answer these part
questions is within the resource itself. No previous knowledge is needed of the particular illustration
presented. What is required is that candidates use the data provided to illustrate their understanding
of the particular concept being assessed.
Questions are structured with gradients of difficulty and combine resource-based tasks and freeresponse writing requiring place-specific information.
The resources may be:
photographs
map extracts
sketch maps
drawings
diagrams
graphs
text extracts
statistics and tables of data
satellite images
use of GIS.
Resource materials are selected from various world areas and, as a result, candidates may be dealing
with world areas with which they are not familiar. The resources do not require specific regional
knowledge. This should be stressed to the candidates as they may be influenced in their question
selection by the nature/location of the resource included.
Candidates should refer to appropriate case studies to illustrate the individual themes.
A case study may be selected because it relates to:
the local school area
a contemporary development such as the occurrence of a natural hazard in part of the world
a particular illustration with which the teacher is familiar
a presentation in a newspaper, web pages, on video, film, a well documented illustration in a
textbook, etc.
A case study may also be based on a field study undertaken as part of the work for Component 3
(Coursework) or Paper 4 (Alternative to Coursework). Specific questions based on fieldwork will not
be set in Paper 1, but candidates may use this information to illustrate answers in Paper 1.
15
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Details of the assessment
Case studies should provide candidates with details of a particular illustration which can be profitably
used in answers to certain questions on Paper 1. Some part questions on the paper require that
reference is made to information from specific case studies made by candidates and opportunity is
also provided for candidates to volunteer such details in answering other part questions.
Specific named illustrations of case studies have not been included in the syllabus. This is to give
teachers complete freedom in selecting examples which they feel are most appropriate for their
candidates.
It is important that candidates comply with the instructions for Paper 1. Only three questions are to
be selected, one from each of the three sections. Sometimes within individual questions a choice is
provided. It is very important that candidates make the correct choice and do not answer more than is
required.
Candidates are also advised to note the sub-marks printed on the question paper. These are included
in order to guide candidates to the amount of detail and length of response anticipated and to allow
them to manage their time effectively.
Paper 2 Geographical Skills
All candidates take Paper 2 and must answer all the questions. The paper is based on testing skills
of application, interpretation and analysis of geographical information, e.g. topographical maps,
other maps, diagrams, graphs, tables of data, written material, photographs and pictorial material,
and on the application of graphical and other techniques as appropriate. The questions in Paper 2
do not require specific information of place. Questions within Paper 2 which require knowledge and
understanding (AO1) will be based on topics from the three main syllabus themes (see section 3).
Equipment required for Paper 2

Candidates should have the following in the examination room:
a pencil, rubber, ruler, a protractor and a calculator
access to a sheet of plain paper for measuring distance or for assisting with cross-sections on the
large-scale map.
Mapwork question
One question will be based on a large-scale map. The large-scale maps chosen for examination
purposes will be on a scale of either 1:25 000 or 1:50 000 and will always contain a full key.
One third of the marks available on this paper are awarded to the mapwork question and,
therefore, it is essential that candidates are proficient in map reading and interpretation skills
to enable them to describe and analyse large-scale maps.
NOTE: All answers to this question must be based on map evidence only.
16
Candidates should be able to use a co-ordinate reference system and be able to give and to read
four-figure and six-figure grid references to locate places. For example, the four-figure reference for
the dot is 4665 while the six-figure grid reference for the dot is 463654.
66
46
47
9
66
8
2nd Reading
(NORTHINGS)
7
6
5
4
3
2
1
65
0
0
46
65
47
1st Reading (EASTINGS)
To give the six-figure grid reference, first identify the grid square, in this case 4665. The third figure is
obtained by dividing the space between grid lines 46 and 47 into ten equal parts. Similarly, the sixth
figure is obtained by a similar division of the gap between northings 65 and 66. This results in a grid
reference of 463654 for the dot and 460650 for the star. It should be noted that the first tenth is 0 and
the last tenth is 9 in the divided grid square.
Candidates should be able to give directions, both in terms of a 16-point compass (such as north,
north-north east, north east, etc.) and as a bearing from grid north of one place from another. It is,
therefore, important that candidates have protractors in the examination room with them.
Candidates should be able to measure horizontal distances. This is most accurately done by using
a straight-edged piece of paper and the scale line. If the line to be measured is curved, divide the
curve into straight sections and rotate the paper after each straight section to follow the next straight
section. Finally place the completed straight-edged piece of paper along the linear scale line on
the map extract and read off the distance in kilometres/metres. This method avoids complicated
mathematical calculations which can arise when rulers are used.
Contour reading, which enables candidates to calculate differences in height, should be practised.
Cross sections may be set for interpretation and candidates may be required to construct or complete
a cross section.
Candidates should be able to translate the scale of a feature by describing its size and shape in real
terms. They should also be proficient in using the key to the map to enable them to identify features
on the map.
Candidates should be able to draw inferences about the physical and human landscape by
interpretation of map evidence such as patterns of relief, drainage, settlement, communication and
land use.
Candidates are advised to practise identifying basic landscape features such as river valleys and
uplands, and to give brief descriptions of them using appropriate geographical terms (such as ridge,
plateau, scarp, flood plain) and simple adjectives showing an appreciation of their nature (such as
broad, flat, steep-sided, deeply cut, gently sloping). To interpret these maps, candidates should be
able to recognise essential differences in density of drainage, stream patterns, gradients or sizes of
streams in relation to the relief. They should be able to describe the physical features of coastlines
and the shape and form of river channels as they are shown on large-scale maps.
17
Practice in describing variations in land use should be part of the preparation for the examination. The
interpretation of human features would also require candidates to recognise and analyse patterns
of settlement (dispersed, nucleated, linear) and candidates should be able to draw sketch maps
illustrating these patterns. Candidates should be able to interpret and describe features of urban
morphology as represented on large-scale maps and be able to describe the functions of and services
provided by settlements. They should also be able to give reasons for the site and growth of individual
settlements. Communication networks should be recognised in terms of their type and density in
relation to physical and human features.
Maps, diagrams, graphs, tables of data, written material

Questions will be set using some or all of these resources. They should be regarded as important
ways of representing geographical data. They may be used to illustrate a basic principle and it is
essential that candidates should be directed towards their interpretation. For example, a population
pyramid may be used to illustrate the age and sex structure of a country. With this, a candidate may
be required to describe the broad features of the population structure to show comparisons and
contrasts between the male and female populations, the working and non-working population and the
young-, middle- and old-age groups.
Maps based on global and other scales may be used and candidates may be asked to identify
and describe significant features of the human and physical landscape on them, e.g. population
distribution, population movements, transport networks, settlement layout, relief and drainage, etc.
Candidates may be asked to recognise patterns and deduce relationships.
It is expected that candidates will be able to extract specified geographical information from graphs,
diagrams, tables of data and written material. Various types of graphs, maps and diagrams (for
example pictograms, line graphs, bar graphs, divided bar graphs, histograms, kite diagrams, flow
diagrams, wind rose graphs, dispersion graphs, isoline maps, scatter graphs, choropleth maps, pie
graphs, triangular graphs and radial graphs) may be used and candidates may be asked to describe
variations and identify trends in information. Graphs may show, for example, temperature, birth rate,
death rate, energy, rainfall distribution, river discharge, etc.
Candidates may be required to plot information on graphs when axes and scales are provided.
Data tables may provide information on physical phenomena, on economic activities, on population,
on settlement, on agricultural and manufacturing output, etc. and candidates may be asked to
describe and analyse features and trends from the data provided. They may also be asked to suggest
an appropriate form of graphical representation for the data provided.
Written material may be extracts from books, periodicals and newspapers, and candidates will be
expected to show an understanding of the material presented.
Photographic and pictorial material (including field sketches)

Oblique photographs will be used. Candidates should be able to describe human and physical
landscapes (landforms, natural vegetation, land use and settlement) and geographical phenomena
from photographs, aerial photographs, satellite images and GIS. Simple descriptions only will be
required. Candidates may be expected to add specified detail on maps or other material provided,
thereby applying geographical knowledge and understanding. Field sketches of physical and human
landscapes may be used to stimulate geographical description and annotation. Cartoons illustrating a
geographical theme may be set for interpretation and analysis.
Candidates may also be asked to use supporting material in conjunction with large-scale maps to
identify, describe and analyse features and thereby recognise patterns and deduce trends.
18
Component 3 Coursework
Centre-based assessment, 60 marks
Candidates must complete one coursework assignment, set by teachers, of up to 2000 words. The
proposals for the coursework that may be undertaken by candidates must be approved beforehand by
Cambridge.
The coursework assignment may be based on physical geography, human geography or on an
interaction between physical and human geography and must be clearly related to one or more of the
syllabus themes.
The time spent on the coursework assignments should reflect the weighting of the component in
the total assessment (i.e. 27.5%). The prime consideration will be the quality of the content of the
assignments in relation to the criteria on which assessment is based.
Centre-based assessment will provide a complementary assessment of the assessment objectives
tested in Papers 1 and 2, with an emphasis on assessment objective 2, skills and analysis. The
coursework assignments must cover the assessment criteria in the proportions given below.
Assessment criteria
AO1: Knowledge with understanding
Marks
allocated
12
AO2: Skills and analysis

Observation and collection of data
Organisation and the presentation of data
Analysis and interpretation
AO3: Judgement and decision making (conclusion and evaluation)
12
12
12
12
Total: 60 marks
Teachers should devise and structure coursework assignment(s) to enable all candidates to fulfil
the assessment criteria above. Differentiation should be achieved by candidates pursuing enquiries
appropriate to their abilities, which allow them to display positive achievement.
The focus of assignments can be, but need not be, common to all candidates at a Centre. There
should be enough variety and differentiation of tasks, and opportunity for individual initiative in all
assignments, to fulfil the above assessment criteria at all levels of achievement.
19
Setting up a coursework assignment

Teachers should structure each coursework assignment to promote:
the acquisition of geographical knowledge
the understanding and application of ideas
the development of skills and the clarification of values in a geographical context.
The coursework assignment should follow the accepted route to geographical enquiry as below.
The route to geographical enquiry
1 Identification of issue,
question or problem
A topic for investigation is recognised through observation,

discussion, reading or previous study. The design of
hypotheses to test the issue, question or problem.
2 Objectives of the study are

defined
The objectives of the study are defined in specific terms.

Decisions are made concerning:
(a) what data is relevant to the study
(b) how the data can be collected.
20
3 Collection of data
Candidates carry out a group or individual set of tasks,

which may include fieldwork to collect primary data, such
as undertaking questionnaires, mapping or sketching,
observation, recording counts or measurements. This may
also involve gathering data from secondary sources such as
census information, the internet, published maps, books,
newspapers or magazines.
4 Selection and collation of

data
The teacher may collate data for class use. Candidates select
data to develop the aims or hypotheses for the topic.
5 Presentation and recording

of the results
Candidates individually record results and present findings in

appropriate forms using a variety of maps, graphs, etc.
6 Analysis and interpretation
Candidates individually analyse and interpret their findings

in response to the issue/question/problem with reference to
relevant geographical concepts.
7 Making effective
conclusions, evaluation and
suggestions for further work
Candidates individually draw conclusions from their findings

and make evaluations related to the original objectives.
Ifappropriate, comments may be made on the limitations of
the data and possibilities for further study.
Examples of suitable coursework assignments

The varying pattern of land use with distance from the centre of a settlement
The differences between residential environments within a settlement
The hierarchical distribution of shopping centres/leisure amenities within a settlement
Possible locations for a new hypermarket
Does the influence of a town decrease with distance from it?
The problems caused by an uneven/unreliable supply of water within a selected area
A study of agricultural patterns within an area
Ways in which the industrial structure has changed in an area
Are the leisure facilities of an area/town adequate for the needs of its population?
The development of tourism in an area
An analysis of the distribution, nature and possible reasons for the formation of selected
landforms, e.g.along the course of a stream or at the coast
The effects of anticyclones and depressions in influencing the weather recordings at a school
weather station
The nature of the environmental conflicts in an area
Problems of landscape management and conservation in a national park
Each coursework assignment outline, showing the specific route to the enquiry, should be
submitted to Cambridge for approval and comment in advance to ensure it complies with the
requirements of the syllabus.
An example of an outline submission to Cambridge

An investigation related to topic 1.5: Settlements and service provision:
Is there a pattern to the distribution of settlements in area X and the types of services they offer?
1 Identification of issue, question or problem. Definition of the area to be studied. Relationship
to concepts studied for 1.5 of the syllabus in particular, site, situation and functions of small
settlements; services in relation to settlements threshold, range of a service. Candidates will
select hypotheses from the following list and devise one additional statement:

Larger settlements will have a higher number of services.
Residents travel further to obtain high-level goods.
Services in smaller settlements serve the local community.
The number of services in smaller settlements has decreased recently.
2 Objectives of the study are defined the characteristics of each settlement its site, situation,
size, population, shops and other services, sphere of influence.

How may each of these characteristics be investigated?
What data collection methods are appropriate? The role of map study of both recent and older
maps, counts, observations and questionnaire layout and sampling techniques are discussed as a
group and decisions made.
21
3 Collection of data the methods of field investigation are outlined and carried out.
The site and situation of the settlements are described by combining visual evidence recorded at
each location with mapwork using a large-scale map.

The size of each settlement a count of the number of inhabited and uninhabited houses.
The population of each settlement calculated using an average head-per-household figure or

secondary data found.
Recordings are made of the numbers and types of services found in each settlement shops,
telephone boxes, post boxes, bus stops, etc. Candidates are encouraged to make individual
additional observations and take photographs.
Questionnaires to residents to identify spheres of influence. More able candidates will devise
three questions of their own to include in the group questionnaire.
4 Selection and collation of data to be completed by the teacher but candidates will select the
data related to their chosen hypotheses.
5 Presentation and recording of results drawing of maps to show settlement distribution, desire
lines for certain services, graphs, etc. Candidates will select appropriate graphs to present their
results.
6 Analysis and interpretation candidates identify trends, patterns and findings, and explain what
they mean in relation to what they set out to investigate.
7 Making effective conclusions, evaluation and suggestions for further work candidates draw
conclusions and identify the key pieces of evidence that support them. The evaluation indicates
what worked well and suggests improvements in the light of hindsight. Suggestions for future
lines of enquiry are identified.
Teacher guidance
The teacher is required to devise the coursework assignment, therefore appropriate guidance is an
essential component of coursework.
Appropriate guidance includes:
introduction of the route to geographical enquiry
outlining the purpose and aims of the assignment
teaching the relevant geographical concepts to allow the assignment to be placed in context
discussion and instruction on data collection methods
introduction of all appropriate presentation techniques
ensuring a clear understanding of the requirements for the finished assignment including word
counts and individual initiative required to access higher levels in the generic mark scheme.
Some candidates will require more individual guidance in their choice of graphs, analytical comments
or conclusions. The extent of guidance should be reflected in the level of marks awarded.
Undertaking coursework assignments

The amount of time devoted to any one assignment will vary. However, in practice, assignments
should normally assess the outcomes of about four or five weeks work in the classroom plus
homework and should usually follow a programme of introductory work. The coursework assignment
should be incorporated into the teaching syllabus at an appropriate time during the course.
22
The use of computers for the production of coursework for geography is encouraged, both for wordprocessed text and for computer-generated maps, diagrams and graphs. Candidates will gain credit
for selecting and using the most appropriate method for data presentation. Candidates should be
reminded that hand-drawn maps, diagrams and graphs can sometimes be more appropriate and more
useful than those generated by computer.
Paper 4 Alternative to Coursework
Alternative to Coursework will provide a complementary assessment of the assessment objectives
tested in Papers 1 and 2, with an emphasis on assessment objective 2, skills and analysis. The
breakdown of marks in Alternative to Coursework will assess the same assessment objectives in the
same proportions as provided by the route to enquiry and generic mark scheme for the Coursework
option.
Assessment criteria
AO1: Knowledge with understanding
Marks
allocated
12
AO2: Skills and analysis

Techniques for observing and collecting data
Techniques for organising and presenting data
Analysis and interpretation
AO3: Judgement and decision making (conclusion and evaluation)
12
12
12
12
Total: 60 marks
As an alternative to coursework, candidates will be set a series of tasks on this paper on issues
relating to one or more of the syllabus themes (Subject content). Questions test the methodology
of questionnaires, observation, counts and measurement techniques, and will involve hypothesis
testing appropriate to specific topics. The processing, presentation and analysis of data will be tested.
Candidates must answer all the questions on the paper.
Candidates should be made aware of the general requirements for this paper, and in preparation for
it they should follow the route to geographical enquiry, as for Component 3 (Coursework). Some
practical experience, however limited, of coursework methodology is desirable in preparation for this
paper. One approach is to introduce the appropriate enquiry skills and techniques relevant to Paper
4 during the teaching of a specific topic for Paper 1 from one of the syllabus themes. For example
while studying topic 2.2 (Rivers), time could be spent discussing how key aspects of the form of
rivers could be measured, the plotting of depth data and the calculation of cross sectional area and
discharge. The skill required for questionnaires, counts and observations may be introduced in a
variety of topics, where practical for the Centre.
References should be made to the range of aspects involved in the route to geographical enquiry
for coursework assignments, such as identifying aims and hypotheses, using enquiry skills to collect
data, presentation techniques to display data, making analyses of data and reading conclusions.
Enquiry skills involved in coursework assignments are stated in items 1 to 7 of Theroute to
geographical enquiry in the Component 3: Coursework section of the syllabus.
23
Enquiry skills for Paper 4

1 Formulating aims and hypotheses

Candidates should be familiar with hypotheses as statements that form the basis of coursework
assignments. The hypotheses may investigate a geographical concept, e.g. A CBD has the
highest concentration of comparison shops. Collecting relevant data, analysis and drawing
conclusions using the data as evidence can test these.
2 Enquiry skills to collect data

Questions on this paper will test knowledge and application of the methodology used in the
following range of data-collection enquiry skills.
Questionnaires Questionnaires can be oral or written to gain information from an individual or

a group of individuals. Suitable themes in the syllabus where questionnaires may be appropriately
studied include spheres of influence, use of services, shopping habits, a farm study, a factory or
industrial study, leisure activities, tourism, or attitudes of the public to developments associated
with resource development. Consideration should be given to factors influencing the successful
design of questionnaires, e.g. layout, format of questions, the appropriate wording of questions
and the number of questions. The practical considerations of conducting a questionnaire, e.g. the
sampling methods, pilot survey and location of survey should also be discussed.
Observation Examples of using observations as an enquiry skill to collect data include

the recording of land use in an urban area or observations of river or coastal features. Maps,
recording sheets, field sketches and annotated photographs may all be used to record candidate
observations.
Counts Pedestrian and traffic counts are two significant examples of this enquiry skill.
Appropriate methods for recording the counts should be discussed, including the layout of
recording sheets, instructions and the necessary information required to identify the sheet
following the count (i.e. time, date, location and name of recorder).
Measurement When recording measurements, due consideration should be given to planning

the layout of the recording sheet, the location of instruments and the sampling methods adopted
to provide reliable data. Knowledge of the equipment used in measurement is required, such
as the quadrat, the clinometer and the pebbleometer or callipers. Candidates should be familiar
with river measurements of channel width, depth, speed of flow and the size and shape of
bedload; beach studies of beach profile, the size and shape of pebbles and the movement of
beach material and weather study instruments closely linked to theme 2 as well as measurement
techniques associated with human fieldwork such as survey strategies and pedestrian/traffic
counts.
3 Data-presentation techniques

A knowledge of the illustrative techniques to present data across the topics for Paper 4 is
required. This should include various types of graphs, maps and diagrams (for example line
graphs, bar graphs, divided bar graphs, histograms, flow diagrams, wind-rose graphs, isoline
maps, scatter graphs, pie graphs, triangular graphs, radial graphs, dispersion graphs, choropleth
maps, kite diagrams and pictograms).
4 Analysis

Candidates should be able to describe the patterns in data presented in graphs and tables of
results. Reference to relevant geographical knowledge and understanding is often required in the
interpretation of the data.
5 Making conclusions

24
Using the evidence from the data, candidates should be able to make judgements on the validity
of the original hypothesis or aims of the assignment. Reference is also required to the reliability
of the collected data and a critical evaluation of the chosen data-collection methods, along with
suggestions of other possible hypotheses and extension work.
Coursework assessment
For the assignment, teachers must use the generic mark scheme on the following page which
allocates marks out of a total of 60 for this component.
It is recommended that the generic mark scheme is studied closely at the same time that outlines for
the coursework assignments are prepared. This should ensure, for example, that topics will provide
opportunities for different levels of achievement to be demonstrated for each of the assessment
criteria.
The best approach to marking a coursework assignment is using a two-stage strategy:
Stage 1:Using the criteria stated in the generic mark scheme, identify the level of achievement
(Levels13) for each assessment criterion.
Stage 2:For each assessment criterion, decide which mark within a level of achievement best fits
the standard achieved for an assignment.
Candidates marks for Geography must be recorded on the Individual Candidate Record Card
produced by Cambridge. These forms, and the instructions for completing them, may be downloaded
from www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0460) and
your Centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
25
Generic mark scheme for coursework assessment

Assessment
criterion
**Level 1
14 marks
Level 2
58 marks
Knowledge with
understanding
(within the context
of teaching and
guidance)
Describes information
in simple geographical
terms and shows a
tentative grasp of the
aims.
Outlines relevant
information using
appropriate
geographical terms
and develops a clear
link between the aims
and geographical ideas.
Provides
comprehensive
information with
a careful use
of appropriate
geographical terms
and the aims are
clearly related
to relevant key
geographical ideas.
Shows evidence of
some ability to collect
and record basic
information from
limited sources and
shows evidence of
simple planning.
Collects and records

relevant information
from valid sources
with evidence of sound
planning.
Collects and records

detailed data from a
range of valid sources
within a clear planning
design.
The presentation is
loosely ordered and
uses one simple
presentation
technique
appropriately.
The presentation is
logically ordered
using two or more
presentation
techniques
appropriately and
effectively.
A coherent
presentation using a
range of appropriate
techniques with
accuracy and clear
relevance to the aims.
Makes descriptive
and simple comments
about the information.
Makes a number of
valid statements
about the data with
some explanations
attempted.
A thorough
interpretation of the
data with reasoned
explanations and
comments.
States superficial
conclusions showing
tenuous links to the
original aims. Simple
evaluation showing
little awareness of any
shortcomings.
States tentative
conclusions linked to
the original aims. Some
judgements linked to
information collected.
Some evaluation
of a limited range of
weaknesses.
States clear
conclusions in the
light of the aims, clearly
related to the evidence
collected. Makes a
sound evaluation
identifying weaknesses
and suggesting
improvement.
(max 12)
Skills and analysis

Observation
and collection
of data

(max 12)
Organisation
and
presentation

(max 12)
Analysis and
interpretation

(max 12)
Conclusion and
evaluation
(max 12)
Level 3
912 marks
** Level 0 (0 marks) is awarded for a criterion where there is no credit-worthy material.

Bold words are level indicators.
26
Coursework moderation
Internal moderation
If more than one teacher in a Centre is involved in the internal assessments, arrangements must be
made within the Centre for all candidates to be assessed to a common standard. The sample the
Centre submits to Cambridge should include the marking of each teacher. Please contact Cambridge
if you require guidance on internal moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form. This form, and the instructions for completing it, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0460) and your Centre
number, after which it will take you to the correct form. Follow the instructions when completing the
form.
The Centre assessments are then subject to external moderation.
External moderation
External moderation of internal assessment is carried out by Cambridge.
Centres must submit the internally assessed marks of all candidates to Cambridge.
Centres must also submit the internally assessed work of a sample of candidates to Cambridge.
The Cambridge Handbook, available on our website, provides details of which candidates are to
be included in the sample.
If more than one teacher has assessed the Coursework, the sample should include examples of the
marking of each teacher.
For information, dates and methods of submission of the coursework marks and sample, please refer
to the Cambridge Handbook and Samples Database www.cie.org.uk/samples
Feedback from moderators

Moderators will comment on a Centres application of the generic mark scheme in a short report.
27
5 Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
AO2 Skills and analysis
AO3 Judgement and decision making

Candidates should be able to demonstrate knowledge and understanding of:
the wide range of processes, including human actions, contributing to the development of
(a) physical, economic and social environments and their effects on the landscape
(b) spatial patterns and interactions which are important within these environments
the relationships between human activity and the environment
the importance of scale (whether local, regional or global)
the changes which occur through time in places, landscapes and spatial distribution.

interpret and analyse geographical data
use and apply geographical knowledge and understanding to maps and in numerical,
diagrammatic, pictorial, photographic and graphical form
use geographical data to recognise patterns in such data and to deduce relationships
select and show understanding of techniques for observing and collecting data
select and use techniques for organising and presenting data.

Through their geographical training, candidates should be able to:
r eason and make judgements and decisions, including evaluation and conclusions, which
demonstrate, where appropriate
(a) an appreciation of the attitudes, values and beliefs of others in issues which have a
geographical dimension
(b) an awareness of the contrasting opportunities and constraints of people living in different
places and under different physical and human conditions
(c) a willingness to review their own attitudes in the light of the views of others and new
knowledge acquired
make judgements and decisions and recognise how these are made within a geographical context
as affected and constrained by
(a) the physical and human contexts in which decisions are made
(b) the values and perceptions of differing groups or individuals
(c) the choices available to decision makers
(d) the increasing level of global interdependence and the need for sustainable development.
28
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Assessment objectives
Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are
summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective
Weighting in IGCSE
%
30
52
18
Assessment objectives as a percentage of each component

Assessment objective
Weighting in components %
Paper 1
Paper 2
Component 3
and Paper 4
48
11
20
30
80
60
22
20
29
6 Glossary of command words

Command words are those words in a question that tell the candidate what they have to do. The
glossary has been deliberately kept brief with respect to the descriptions of meanings. Candidates
should appreciate that the meaning of a term must depend in part on its context.
This glossary is neither exhaustive nor definitive and should be used specifically with the geography
papers.
Command word
What it means
Define or State the

meaning of or What is
meant by
Give the meaning or definition of a word or phrase.
Describe
Write what something is like or where it is. Describe may be used for
questions about resources in the question paper (describe the trend
of a graph, the location of a settlement on a map, etc.). It may also be
used when you need to describe something from memory (describe a
meander, etc.).
It is often used with other command words such as Name and
describe (name the feature and say what it is like), Describe and
explain (say what it is like and give reasons for this).
30
Devise or Plan
Present a particular feature such as a form or questionnaire to meet a

specific requirement or requirements.
Draw
Make a sketch of. Often used with a labelled diagram (draw a diagram/
illustration with written notes to identify its features).
Explain or Account for or

Givereasons for
Write about why something occurs or happens.
Give your views or

Commenton
Say what you think about something.
How far do you agree
Use evidence to make judgements about a statement.
Identify
Pick out something from information you have been given.
Illustrate your answer
Account for by using specific examples or diagrams. (Often used

alongside with a labelled diagram).
Insert or Label
Add specific names or details to an illustrative technique in response

to a particular requirement.
Justify
Say why you chose something or why you think in a certain way.
List
Identify and name a number of features to meet a particular purpose.
Locate
Find where something is placed or state where something is found or

mark it on a map or diagram.
Measure
Implies that the quantity concerned can be directly obtained from a

suitable measuring instrument.
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. Glossary of command words
Command word
What it means
Name
State or specify or identify. To give the word or words by which a

specific feature is known.
Predict
Use your own knowledge and understanding, probably with

information provided, to state what might happen next.
Refer to or With
reference to
Write an answer which uses some of the ideas provided in a map/

photograph/diagram, etc. or other additional material such as a case
study.
State
Set down in brief detail. To refer to an aspect of a particular feature by

a short statement or by words or by a single word.
Study
Look carefully at (usually one of the figures in the question paper).
Suggest
Set down your ideas on or knowledge of. Often used with why
(requires a statement or an explanatory statement referring to a
particular feature or features).
To what extent
Make judgements based on evidence.
Use or Using the

information provided
Base your answer on the information.
With the help of

information in
Write an answer which uses some of the information provided as well

as additional material.
What differences are

shown between A and B
Use comparative statements to describe the changes involved as

A changes to B. Separate factual descriptions of A and B are not
required.
31
7 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to
share the administrative information with your exams officer so they know when you will need their
support. Find more information about our administrative processes at www.cie.org.uk/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied a Geography curriculum such
as the Cambridge Secondary 1 programme or equivalent national educational framework. Learners
in England will normally have followed the Key Stage 3 programme of study within the National
Curriculum for England.
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided
learning hours per subject over the duration of the course, but this is for guidance only. The number
of hours required to gain qualification may vary according to local curricular practice and the learners
prior experience of the subject.
Total qualification time

This syllabus has been designed on the assumption that the total qualification time per subject will
include both guided learning and independent learning activities. The estimated number of guided
learning hours for this syllabus is 130 hours over the duration of the course. The total qualification
time for this syllabus has been estimated to be approximately 200 hours. These values are guidance
only. The number of hours required to gain the qualification may vary according to local curricular
practice and the learners prior experience of the subject.
Availability and timetables

You can enter candidates in the June and November exam series. If your school is in India, you can
enter your candidates in the March exam series. You can view the timetable for your administrative
zone at www.cie.org.uk/timetables
Private candidates can enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge syllabuses in a single exam series. The
only exceptions are:
Cambridge IGCSE (91) Geography (0976)*
Cambridge O Level Geography (2217)
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (91) (Level 1/Level 2 Certificates) and Cambridge O Level
syllabuses are at the same level.
* Available from June 2018
32
Cambridge IGCSE Geography 0460 syllabus for 2017, 2018 and 2019. What else you need to know
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows
schools to offer a broad and balanced curriculum by recognising the achievements of learners who
pass examinations in a range of different subjects.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
Making entries
Exams officers are responsible for submitting entries to Cambridge. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of
syllabus components. Entry option codes and instructions for submitting entries are in the Cambridge
Guide to Making Entries. Your exams officer has a copy of this guide.
Option codes for entries

To keep our exams secure we allocate all Cambridge schools to one of six administrative zones. Each
zone has a specific timetable. The majority of option codes have two digits:
the first digit is the component number given in the syllabus
the second digit is the location code, specific to an administrative zone.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them
with the support they need to make your entries on time. Your exams officer will find this support,
and guidance for all other phases of the Cambridge Exams Cycle, at www.cie.org.uk/examsofficers
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear
qualification so candidates cannot re-sit individual components.
Information on the resubmitting of internally assessed coursework can be found in the Cambridge
Handbook.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related
assessment materials. In compliance with the UK Equality Act (2010) we have designed this
qualification to avoid any direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with
disabilities or learning difficulties. We can put arrangements in place for these candidates to enable
them to access the assessments and receive recognition of their attainment. We do not agree access
arrangements if they give candidates an unfair advantage over others or if they compromise the
standards being assessed.
33
Candidates who cannot access the assessment of any component may be able to receive an award
based on the parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at
www.cie.org.uk/examsofficers
Language
This syllabus and the related assessment materials are available in English only.
After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. Ungraded means that the candidates performance did not
meet the standard required for grade G. Ungraded is reported on the statement of results but not on
the certificate. In specific circumstances your candidates may see one of the following letters on their
statement of results:
Q (result pending)
X (no result)
Y (to be issued)
These letters do not appear on the certificate.
Regulation
Cambridge International Level 1/Level 2 Certificates are regulated in England, Wales and Northern
Ireland. This syllabus is included in the Register of Regulated Qualifications as a Cambridge
International Level 1/ Level 2 Certificate.
Candidates awarded grades D to G have achieved an award at Level 1 of the Regulated Qualifications
Framework. Candidates awarded grades A* to C have achieved an award at Level 2 of the Regulated
Qualifications Framework.
For the most up-to-date information on the performance tables, including the list of qualifications
which count towards the English Baccalaureate, please go to the Department for Education website
and search on performance tables.
34
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates
awarded particular grades are likely to show. Weakness in one aspect of the examination may be
balanced by a better performance in some other aspect.
A Grade A Cambridge IGCSE Geography candidate will be able to:
demonstrate good knowledge and understanding of a wide range of geographical concepts,
processes and patterns in a variety of physical and human contexts
recognise and understand complex relationships between people and the environment and how
and why they might change through time and space
select and show good understanding of a wide range of relevant skills and appropriate techniques
use and interpret geographical information accurately
analyse and interpret geographical information and critically evaluate its validity, reflecting on the
limitations of evidence
make informed and reasoned judgements to present substantiated and appropriate conclusions
make balanced judgements and show an awareness of the different attitudes and priorities of
individuals and groups, and hence the problematical nature of the interaction of people with the
environment.
A Grade C Cambridge IGCSE Geography candidate will be able to:
demonstrate sound knowledge and understanding of geographical concepts, processes and
patterns in a variety of physical and human contexts
understand relationships between people and the environment and show some understanding
that they may change
select and show sound understanding of a variety of skills, and appropriate techniques.
use and interpret geographical information appropriately
analyse and interpret geographical evidence, recognising some of the limitations of the evidence
make plausible conclusions
make balanced judgements on issues which have a geographical dimension through a recognition
of conflicting viewpoints and solutions
A Grade F Cambridge IGCSE Geography candidate will be able to:
demonstrate understanding of some simple physical and human processes and patterns in
different contexts
recognise simple relationships between people and the environment
show understanding of a limited range of skills and techniques
use geographical information to communicate simple statements
interpret evidence to reach some basic conclusions to make decisions informed by simple
reasons and evidence
recognise at an simplistic level the existence of differing systems of values which influence
decisions which have a geographical dimension.
35
Changes to this syllabus for 2017, 2018 and 2019

The syllabus has been updated. The latest syllabus is version 3, published September 2016
This document has been refreshed and rebranded. The subject content and the specimens remain the
same.
Minor changes to the wording of some sections have been made to improve clarity.
Changes for version 2 of the syllabus:
Information regarding submission of the coursework assignment outline has been updated on
page 21.
Please see the Cambridge Handbook for more information.
Changes for version 1 of the syllabus:
There have been small clarifications made to the wordings of the case studies for Themes 1.6, 2.2
and 2.3.
The wording regarding Centre-based assessment on page 5 hage been amended.
Significant changes to the syllabus are indicated by black vertical lines either side of the text.
You are strongly advised to read the whole syllabus before planning your teaching
programme.
Any textbooks endorsed to support the syllabus for examination from 2016 are still
suitable for use with this syllabus.
36
While studying Cambridge IGCSE and Cambridge International A Levels, students broaden
their horizons through a global perspective and develop a lasting passion for learning.
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge International Examinations

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
IGCSE is the registered trademark of Cambridge International Examinations.
Cambridge International Examinations September 2016

Geography 2017 2019 Syllabus

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Geography 2017 2019 Syllabus

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Cambridge Secondary 2

Why choose Cambridge?

We think the Cambridge curriculum is superb preparation for university.

Cambridge International Examinations, 2016.

Recognition and progression

2 Syllabus overview ......................................................................................... 4

3 Subject content .............................................................................................. 6

Theme 1: Population and settlement

Theme 2: The natural environment

Theme 3: Economic development

4 Details of the assessment ........................................................................... 15

Paper 2 Geographical Skills

Paper 4 Alternative to Coursework

5 Assessment objectives ................................................................................ 28

After the exam

Changes to this syllabus for 2017, 2018 and 2019

Changes to this syllabus

1 Why choose this syllabus?

The strength of Cambridge IGCSE qualifications is internationally recognised

Back to contents page

Recognition and progression

Exam preparation resources

Example candidate responses to

Endorsed textbooks and digital resources

Examiner reports to improve future

Cambridge IGCSE is one of the most sought-after and recognised

Back to contents page

Teacher support for Cambridge IGCSE Geography

Back to contents page

75 marks, weighted to 100 marks

Candidates answer three questions,

Candidates answer all the questions

All candidates take either:

Teachers set one Centre-based

Candidates answer two compulsory

Back to contents page

Back to contents page

Theme 1: Population and settlement

Describe and give reasons for the rapid

Causes and consequences of over-population

Understand the main causes of a change in

How birth rate, death rate and migration

Give reasons for contrasting rates of natural

Impacts of social, economic and other factors

Describe and evaluate population policies

Explain and give reasons for population

Internal movements such as rural-urban

Demonstrate an understanding of the

Positive and negative impacts should be

Case Study required for 1.2

Identify and give reasons for and implications

Age/sex pyramids of countries at different

Case Study required for 1.3

Back to contents page

1.4 Population density and distribution

Describe the factors influencing the density

Physical, economic, social and political factors

Case Studies required for 1.4

Explain the patterns of settlement

Dispersed, linear, and nucleated settlement

Describe and explain the factors which may

Influence of physical factors (including relief,

Give reasons for the hierarchy of settlements

High-, middle- and low-order settlements and

Examiner reports to improve future